This column provides ideas and techniques to enhance your science teaching. This month's issue discusses planning and using interactive word walls to support science and reading instruction. Many classrooms have word walls displaying vocabulary that students have learned in class. Word walls serve as visual scaffolds to support instruction. To…

The article which follows provides guidelines by which a complete reading scheme can be developed from a combination of reading schemes; including consideration of such fundamentals as compatability of vocabulary, degree of repetition, phonic criteria and the selection of supplementary reading material. (Author)

Hypothesis was confirmed that more familiar and more ambiguous concepts would be less readily named in their less detailed representations. (Author/MB)

A computer model (program MK 10) which was described in a previous paper (Wolff, 1975 "a") was intended to show how the segmental structure of a language may be learned by young children despite the apparent absence of consistent physical markers like pause or stress for the boundaries of words and other linguistic segments. (Author)

The present study examined the merits of different methods of introducing rehearsal techniques. (Author)

Toddlers in the lowest 10th percentile for lexical production were compared with age- and language-matched controls on measures of phonetic complexity, lexical development, and grammatical complexity. Results indicate an overlap between phonology, lexicon, and grammar and suggest the importance of true consonant production for lexical development.…

The experiment reported here evaluated the effectiveness of a mnemonic procedure, the keyword method, for learning a foreign language vocabulary. (Editor)

The Conceptual Learning and Development (CLD) Model specifies four levels of concept attainment (concrete, identity, classificatory, and formal) and three uses of concepts (problem solving, subordinate-supraordinate, and principles). Longitudinal and cross-sectional studies of concept attainment may be conducted. The results of this study of 300…

This bulletin summarizes and interprets some of the main findings of "Survey of the Literature on Methods and Materials in Reading," by Martha J. Maxwell and George Temp, Chapter IV of "The Information Base for Reading: A Critical Review of the Information Base for Current Assumptions Regarding the Status of Instruction and Achievement in Reading…

Develops a psychologically plausible model of the development of word-naming skills in children in order to verify psychological evidence indicating the importance of children's underlying phonological skills as determinants of the ease with which they learn to read. This model is highly successful in learning the pronunciations of single-syllable…

Paper prepared under contract with the Defense Language Institute, English Language Branch, Lackland Air Force Base, Texas, and presented to the staff and faculty of the Institute in 1972. (RS)

Presented is a series of 88 lessons designed by classroom teachers to help junior high school students reinforce social studies skills. Lessons are categorized into four main skill areas: (1) using reference aids; (2) understanding tables, graphs, and cartoons; (3) developing graphic skills; and (4) evaluating information. For each skill area,…

An action research project described an implementation of vocabulary strategies designed to increase reading comprehension. The targeted population consisted of inner city elementary students located in central Illinois. Research shows that some children from low-income environments have below average reading abilities. Analysis of probable cause…

Article describes a word test given to seventh-grade students that revealed a list of science words that should prove to be helpful to teachers in the teaching of science. (ML)

Explores the development of 280 students across 7 grades in spelling and word knowledge as well as their pattern of use of lower- to higher-order strategies in their attempts to spell words, write derivations, and display syntactic knowledge. Older students gradually make less use of lower-order strategies in spelling, writing derivations, and in…